Abstract

This research investigates the possibility of using mathematical memes as a feedback strategy to address recurring mathematical errors of middle- and secondary-level students. To examine this possibility, we administered a questionnaire to 820 students, who stated their views on the potential use of mathematical memes as a feedback tool to address their assessment mistakes and prevent the repetition of errors. Results of the research revealed that students were receptive to mathematical memes and often shared them. They also acknowledged that the use of memes as assessment feedback had the potential to reduce their tendency to repeat mathematical errors significantly. The research highlights the possibility of using memes as a feedback strategy in assessments, which could dramatically impact student learning compared with traditional methods. The next phase of the research will be an experimental study about the effect of using mathematical memes as assessment feedback.